Campbells Job Dimensions

1
Campbells Job Dimensions

• Job-specific behaviours
• Non-job-specific behaviours
• Leadership/supervision
• Management/administration
• Communication proficiency
• Demonstrating effort
• Facilitating peer/team performance
• Maintaining personal discipline

2
Job Performance Domains

• Task Performance
• Contextual Performance
• Counterproductive Behaviours

3
Relations Between the Two Models

• Task Performance
• Job-specific behaviours
• Non-job-specific behaviours
• Leadership/supervision
• Management/administration
• Contextual Performance
• Communication proficiency
• Demonstrating effort
• Facilitating peer/team performance
• Counterproductive Behaviours
• Maintaining personal discipline

4
Task Performance

• Job-specific behaviours
• Sets clear standards/goals
• Present materials in logical effective manner
• Demonstrates knowledge of course material
• Applies course content to real life
• Maintains up to date materials
• Non-job-specific behaviours
• Dresses appropriately
• Displays professionalism
• Leadership/supervision
• Manages classroom effectively
• Facilitates class discussions
• Management/administration
• Uses effective testing methods
• Uses classroom time effectively
• Clearly states class objectives
• Maintains consistency with course outline

5
Contextual Performance

• Communication proficiency
• Provides helpful feedback
• Responds to queries in a timely fashion
• Demonstrating effort
• Displays enthusiasm for material
• Makes self available for consultation outside
  class
• Facilitating peer/team performance
• ???

6
Counterproductive Behaviours

• Maintaining personal discipline
• Avoids use of offensive/exclusive language
• Displays open mind to student opinion

7
Task Performance

• Job-specific behaviours
• Sets clear standards/goals
• 5 Excellent Has detailed written requirements
  and expectations (above course outline) provides
  concrete examples of expectations clearly
  defines exam and assignment mark breakdowns
  beforehand
• 3 Average Provides course outline with
  requirements and expectations examples of
  expectations and exam/assignment mark breakdowns
  are not volunteered but are made available upon
  request and are on-par with customary
  expectations
• 1 Unsatisfactory Requirements and expectations
  are unavailable or inconsistent with course
  outline changes or deviations from customary
  expectations are not communicated
• Present materials in logical effective manner
• 5 Excellent Class materials are always
  well-prepared and effectively explained
  Presentation of materials is always logical and
  engaging
• 3 Average Class materials are always
  well-prepared but not always effectively
  explained Presentation of materials is always
  logical but not always engaging
• 1 Unsatisfactory Class materials are not
  well-prepared and ineffectively explained
  Presentation of materials is logically to follow
  and rarely engaging

8
Task Performance (2)

• Job-specific behaviours
• Demonstrates knowledge of course material
• 5 Excellent Does not depend heavily on cueing
  materials during lectures Answers questions
  in-class confidently When asked a question
  he/she cannot answer, professor follows-up with
  answer no later than the following class
• 3 Average Occasionally displays a dependence on
  cueing materials during lectures Answers most
  questions confidently When asked a question
  he/she cannot answer, professor generally
  follows-up with an answer within 1 month
• 1 Unsatisfactory Depends heavily on cueing
  materials during lectures Does not answer
  questions confidently When asked a question
  he/she cannot answer, professor rarely follows-up
  with an answer
• Applies course content to real life
• 5 Excellent Provides several relevant real-life
  examples of applications of course materials
  (i.e. subject matter in current events) relates
  material to career opportunities and life goals
  tests materials using real-life examples and
  applications
• 3 Average Provides some relevant real-life
  examples of applications of course materials
  occasionally relates material to career
  opportunities and life goals Uses some real-life
  examples and applications of material in tests or
  assignments
• 1 Unsatisfactory Provides no (or no relevant)
  real-life examples of applications of course
  materials does not relate material to career
  opportunities and life goals does not use
  real-life examples in tests or assignments
• Maintains up to date materials
• 5 Excellent Uses new textbook editions when
  possible and updated teaching aids in the form of
  slides and current examples, relevant issues in
  case work and new exams. Where the use of new
  teaching aids is not possible, the professor uses
  old teaching aids with regular updates to account
  for changes as they occur.
• 3 Average Uses relatively new editions and
  reuses old teaching aids with annual updates to
  account for changes that may have taken place in
  the last year.
• 1 Unsatisfactory Uses old textbook editions
  and teaching aids in the form of old exams
  repeated from past years, outdated case work and
  irrelevant examples without updates.

9
Task Performance (3)

• Non-job-specific behaviours
• Facilitates Personal Development
• 5 Excellent Provides and/or is available
  outside of course content as a mentor for
  students and provides advice, direction and
  encouragement to both current and prospective
  students.
• 3 Average Provides some advice and direction
  outside of course content to current students.
• 1 Unsatisfactory Is not available to current
  or prospective students to provide advice and
  direction outside of course content.
• Displays professionalism
• 5 Excellent Always wears appropriate and/or
  non-offensive clothing. Is punctual and well
  prepared more than 90 of the time. Returns tests
  and/or assignments promptly and/or as promised.
  When tests/assignments are not returned promptly,
  justification is provided. Displays respect for
  students as adults and is able to control his/her
  emotions on an ongoing basis, regardless of the
  situation at hand.
• 3 Average Usually wears appropriate and/or
  non-offensive clothing. Is punctual and prepared
  more than 70 of the time. Usually returns
  tests/and or assignments on time, with some
  delay. Usually displays respect for students as
  adults and emotional self-control but this may
  vary from situation to situation.
• 1 Unsatisfactory Wears inappropriate and/or
  offensive clothing. Is punctual and prepared for
  class less than 70 of the time. Does not return
  tests and/or assignments promptly or as promised
  and does not provide justification for their
  lateness. Does not usually respect students as
  adults and generally does not display emotional
  self-control.

10
Task Performance (4)

• Leadership/supervision
• Manages classroom effectively
• 5 Excellent Establishes and maintains
  classroom norms in a non-adversarial manner.
  Disruptive behaviour from students is controlled
  and dealt with promptly. Involves students in
  learning course content while maintaining control
  and direction to ensure the class stays on topic
  and accomplishes objectives.
• 3 Average Establishes and usually maintains
  classroom norms. Disruptive behaviour from
  students is sometimes permitted. Class
  involvement in learning course content is
  generally controlled, with discussions
  occasionally veering off topic.
• 1 Unsatisfactory Does not establish and/or
  maintain classroom norms. Any attempts to do so
  are done in an adversarial and/or inconsistent
  manner. Does not maintain control over classroom
  involvement and discussions frequently veer off
  topic, preventing the class from accomplishing
  objectives.
• Facilitates class discussions
• 5 Excellent use of open-ended questions that
  provide students with ample opportunity to
  participate. Responds positively when a student
  participates in class discussion. Encourages
  students to share items (e.g. current news
  stories, experiences) that are relevant to class
  topics at the start of every class. If class
  discussion is minimal, is persistent in
  rephrasing the question or provides alternative
  perspective.
• 3 Average Inconsistent in encouraging class
  discussion. Selects same individuals to
  participate.
• 1 Unsatisfactory Uses close-ended questions.
  Responds negatively when student responds to
  question.

11
Task Performance (5)

• Management/administration
• Uses effective testing methods
• 5 Excellent Uses a variety of testing methods.
  Provides clear reasons for each testing method
  used. Provides self-quizzes or practice tests to
  provide students with constant feedback.
• 3 Average Uses only 1 testing method. Does not
  provide clear reasons for testing method used.
• 1 Unsatisfactory Test questions are irrelevant
  to course material. Asks questions that are so
  specific that the general theory or concept is
  lost. Uses tests that solely focus on
  memorization of material, which does not allow
  students to apply knowledge learned.
• Uses classroom time effectively
• 5 Excellent Allocates appropriate time needed
  to cover the material. Provides and follows an
  agenda for each class.
• 3 Average Provides an agenda for each class,
  but does not follow it. Ends class discussions at
  the appropriate time when the topic has been
  exhausted.
• 1 Unsatisfactory Does not stay on topic,
  adds irrelevant material. Reads straight from
  textbook or PowerPoint slides. Is consistently
  late for class.

12
Task Performance (6)

• Management/administration
• Clearly states class objectives
• 5 Excellent Provides an agenda for every
  class. Explains why the topic is covered and
  highlights what will be covered in the next
  class.
• 3 Average Makes reference to objectives only
  once at the start of the term.
• 1 Unsatisfactory Provides no course outline.
  Provides no objectives or goals of the course
  mentioned.
• Maintains consistency with course outline
• 5 Excellent Prepares schedule with realistic
  time expectations, and adheres to it.
• 3 Average  Changes outline periodically but
  communicates the changes with the class
• 1 Unsatisfactory  Does not follow course
  outline.

13
Contextual Performance

• Communication proficiency
• Provides helpful feedback
• 5 Excellent  Communicates with in-depth
  explanations, both positive and negative
• 3 Average  Feedback is brief
• 1 Unsatisfactory Provides no explanation for
  the mark given.
• Responds to queries in a timely fashion
• 5 Excellent  Responds within 24 hours
• 3 Average  Responds between 24 and 48 hours
• 1 Unsatisfactory  Responds after 48 hours or no
  response at all.

14
Contextual Performance (2)

• Demonstrating effort
• Displays enthusiasm for material
• 5 Excellent Tells personal, relevant stories,
  brings in outside information, enthusiastic tone,
  encourages students to share stories and
  participate.
• 3 Average Walks through the motions, sticks
  mostly to theory, some participation with class,
  inconsistent interest in the material (cares more
  about some aspects than others) 
• 1 Unsatisfactory Bare theory, monotone, no
  extra, interesting  information/material, doesn't
  encourage participation.
• Makes self available for consultation outside
  class
• 5 Excellent Makes extra effort to be available,
  particularly during exam time, provides multiple
  contacts, quantitative promise on when to expect
  a response, open door policy
• 3 Average Responds within a couple of days,
  only around for office hours, no flexible time to
  meet.
• 1 Unsatisfactory doesn't respond to email/phone
  messages, doesn't show up to office hours, poor
  quality of responses if any.

15
Counterproductive Behaviours

• Maintaining personal discipline
• Avoids use of offensive/exclusive language
• 5 Excellent Maintains professional language,
  doesn't exhibit favoritism, no questionable
  language is used, gives appropriate examples and
  uses good judgment as to what material is
  appropriate for the class
• 3 Average Makes occasional controversial
  comment
• 1 Unsatisfactory Uses racist or discriminating
  comments, plays favorites.
• Displays open mind to student opinion
• 5 Excellent Leads the discussion flow
  appropriately, doesn't allow repeated comments,
  uses diversity within student body to enhance the
  class discussion, challenges student's opinions,
  and generally creates an atmosphere for debate
  and discussion.
• 3 Average Unresponsive to student opinion, or
  does not use opinions to enhance discussion. Uses
  student comments strictly as a marking tool. 
• 1 Unsatisfactory Shuts students down, tells
  students their opinions are wrong, is unavailable
  for discussion, treats every comment the same
  (ie. saying "okay great" after every student
  comment).